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Raymond Siever

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Karin Silet

Karin Silet, MA, is a Senior Instructional Specialist with the Research Education and Career Development Core of the UW Institute for Clinical and Translational Research (ICTR). Ms. Silet was the project director for ICTR’s CTSA Strategic Goal grant examining “best practices” for mentoring junior faculty conducting clinical and translational research.   As part of this project, Karin conducted focus group interviews with over 100 mentors and mentees across 4 medical centers.  She is currently leveraging the data from this project to contribute to a mentor development website being built by ICTR’s mentorship team. Karin is the also the coordinator of ICTR’s non-credit educational programming which provides instruction on the knowledge, skills and behaviors essential for success in clinical and translational research.  Prior to joining ICTR, Karin worked as an Outreach Specialist in UW’s School of Educa¬tion and as the Continuing Education Specialist at University of California-Berkeley. Karin holds a Masters in English from Bucknell University and has completed Doctoral coursework at the University of Toronto.

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Gunjan Sinha

Gunjan Sinha is a freelance science journalist who writes regularly for Scientific American, Popular Science, Science, and Nature Medicine. Her article on the biochemistry of love, “You Dirty Vole,” was published in The Best American Science Writing 2003. She holds a graduate degree in molecular genetics from the University of Glasgow, Scotland, and currently lives in Berlin, Germany.

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Timothy F. Slater

Timothy F. Slater holds the University of Wyoming Excellence in Higher Education Endowed Chair for Science Education where he holds faculty appointments in the College of Education, the College of Science, and the School of Energy Resources.  Internationally known for his work in the teaching and learning of astronomy, he serves as the Director of the Cognition in Astronomy & Physics Education Research CAPER Team where his research focuses on uncovering learners' conceptual models when engaging in science.  Prior to becoming a chaired professor at the University of Wyoming, Dr. Slater was a tenured professor in the Astronomy Department at the University of Arizona where he constructed the first Ph.D. program focusing on astronomy education research.  Winner of numerous teaching awards, Dr. Slater has been elected to the Council and Board of Directors for the American Astronomical Society, the Astronomical Society of the Pacific, the Society of College Science Teachers, the National Science Teachers Association, and serves on the Editorial Board of the Astronomy Education Review.  Dr. Slater and his wife spend much of the summer traveling cross country on their motorcycle, hiking in the mountains with their children, and continuing their quest for the perfect location to watch sunsets.

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Tim Slater

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Stephanie J. Slater

Stephanie J. Slater, Ph.D., is the Director of Research for the Center for Astronomy & Physics Education Research (CAPER), where her research focuses on student conceptual understanding as influenced by students' spatial reasoning abilities and cognitive load, and research-based inquiry curriculum development.  Dr. Slater earned a M.S. in Science Education from Montana State University and B.S. degrees in Biology and Mathematics from Harding University.  Her Ph.D. is from the University of Arizona in the Department of Teaching, Learning and Sociocultural Studies.

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Jessica J. Smay

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Robert R. Sokal

Robert R. Sokal has taught biometry and related courses for almost half a century at the University of Kansas, at Stony Brook, and abroad. In both his teaching and research, he has promoted the use of statistics in biology.  A native of Vienna, Austria, he went to high school and college in Shanghai, China, where he obtained a bachelor’s degree in biology at St. John’s University.  Graduate studies in zoology at the University of Chicago led to a Ph.D. in 1952. He spent 18 years as a faculty member in Entomology at the University of Kansas, joining the then new department of Ecology and Evolution at Stony Brook in 1968. His research has ranged over a diverse group of topics: quantitative methods in systematics (numerical taxonomy), ecological genetics of laboratory populations, spatial analysis of distributions of organisms and their genes, and in recent years, statistical approaches to problems in physical anthropology.  Including translated volumes, he has published 15 books, and over 200 articles.  Dr. Sokal was elected President of four international scientific societies and an honorary member of several others. He is a member of the U.S. National Academy of Sciences and a fellow of the American Academy of Arts and Sciences and of the American Association for the Advancement of Science. He was also awarded the Charles Darwin Lifetime Achievement Award in Physical Anthropology. Currently, he is a Distinguished Professor Emeritus at Stony Brook University.

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Christine Sorkness

Christine A. Sorkness, PharmD is a Professor at the University of Wisconsin (UW) School of Pharmacy and School of Medicine and Public Health. She is also the Senior Associate Executive Director of the UW Institute for Clinical and Translational Research (ICTR). In this role, she directly oversees functioning of the Community Engagement and Research Core, the Collaborative Center for Health Equity, and the ICTR Pilot Awards Program. Her research interests have focused on the evaluation (both clinical efficacy and comparative effectiveness) of new and existing therapies in the treatment of children and adults with asthma, including minority populations.  Dr. Sorkness serves as a mentor to the ICTR KL2 trainees and graduate students, a variety of pharmacy and medicine specialty residents and fellows, and as a consultant for campus training grants. Dr. Sorkness served as a leader on the multi-site randomized controlled trial to test the effectiveness of this mentor training curriculum.

 

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Judith Sowder

Judith Sowder is a Professor Emerita of Mathematics and Statistics at San Diego State University. Her research has focused on the development of number sense and on the instructional effects of teachers' mathematical knowledge at the elementary and middle school level. She served from 1996 to 2000 as editor of the Journal for Research in Mathematics Education and served a three-year term on the National Council of Teachers of Mathematics Board of Directors. She was an author of the middle school content chapter of the Conference Board of Mathematical Sciences document The Mathematical Education of Teachers, published in 2001 by the Mathematical Association of America. She has directed numerous projects funded by the National Science Foundation and the Department of Education. In 2000 she received the Lifetime Achievement Award from the National Council of Teachers of Mathematics.

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Larry Sowder

Larry Sowder is Professor Emeritus of Mathematics and Statistics at San Diego State University. He taught mathematics to preservice elementary school teachers for more than 30 years. His work in a special program in San Diego elementary schools also shaped his convictions about how courses in mathematics for preservice teachers should be pitched, as did his joint research investigating how children in the usual Grades 4-8 curriculum solve "story" problems. He served on teh National Research Council Committee that published Educating Teachers of Science, Mathematics, and Technology(NRC, 2001).

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Kimberly Spencer

Kimberly Spencer, BS is an Associate Research Specialist for the University of Wisconsin Madison’s Institute for Clinical and Translational Research.  Since joining ICTR in 2010, she has provided support on mentoring efforts, including a nationwide study testing the effectiveness of a research mentor-training program for clinical and translational researchers.  Currently Ms. Spencer is working with ICTR to build a website that will provide mentoring resources for mentors and trainees, as well as specialized training curricula for users to implement research mentor training.  Ms. Spencer graduated from Carroll University with a degree in psychology and has also provided support on several research grants with the Medical College of Wisconsin and worked as a line therapist with the Wisconsin Early Autism Project. 

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Steven M. Stanley

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Timothy Stelzer

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Sharon Stranford

Sharon Stranford received her PhD in Microbiology and Immunology from Hahnemann University (now Drexel) in Philadelphia, where she studied autoimmunity with Elizabeth Blankenhorn. After graduating, she spent 3 years as a postdoctoral fellow at Oxford University in England, exploring transplantation immunology, followed by 3 years at the University of California, San Francisco, working on HIV/AIDS with Dr. Jay Levy. In 2001 she was hired as a Clare Booth Luce Assistant Professor at Mount Holyoke College, a small liberal arts college for women in South Hadley, MA, where she is currently an Associate Professor serving the Department of Biological Sciences and the Program in Biochemistry. Sharon’s research, which is funded by the NIH and NSF, utilizes a murine model of AIDS to study early genetic and immunologic indicators of susceptibility to acquired immune deficiency.

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